Escolar Documentos
Profissional Documentos
Cultura Documentos
Prepared by
Bill J. Bonnstetter
Randy Jay Widrick
Rick Bowers
Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
INTRODUCTION
Every day, organizational decision makers struggle to find ways to affect the bottom line. Having a desire to
find better ways of selecting employees is one of these struggles. According to recent research the cost of hiring
the wrong person could be as high as ten times their annual salary. Today labor costs constitute the largest cost
category for most businesses. Furthermore, these personnel costs are rising at a record rate. Fringe benefits
allocated to employees are making up a larger and larger share of an individuals compensation. Fringe benefits
now account for 30 percent of payroll cost for organizations. Moreover, this form of compensation is generally
unrelated to a persons productivity. Typically, employers compensate employees for their time and not for what
they produce. Only 14 percent of U.S. workers receive piece-rate wages or commissions in which compensation
is computed directly on the basis of output.
The vast majority of workers are paid by the hour, week or month. They are paid, in short, to show up for work
and to follow orders. This form of compensation requires that employers give careful attention to worker
motivation and dependability and the selection of productive workers will undoubtedly continue to increase.
Equal Employment Opportunity concerns also indirectly affect the need for better, more valid personnel selection
techniques. The attack on psychological testing has accelerated the search for both improved and alternative
means of assessment. As the guidelines for selection tests become more stringent, organizations will
increasingly seek methods that will allow them to hire those who will be the most productive to the organization.
While organizational decision makers are concerned about getting the right people into their organizations, they
are also concerned with promoting the kind of people who will be beneficial to the organization in the long run.
From the organizations viewpoint, effective management promotions are central to the efficient utilization of its
human resources and are likely to affect future strategic decisions. However, unlike employment selection
decisions which are often conducted by personnel professionals, promotion decisions are often made by managers
in all types of departments and at all levels of management.
Preface
The function of this Study Guide is to assist you in preparation for the certification test on Sprangers Attitudes,
offered by Target Training International, Ltd., Scottsdale, Arizona.
As a certified trainer on Attitudes, you will be among the elite trainers in the nation, equipped with an
unparalleled understanding of human behavior. With your knowledge and ability to make application, you will be
able to coach individuals and companies through change, into growth and development.
TTI, under the direction of Bill Bonnstetter, continues to pioneer advances into the deeper waters of human
behavior. As a certified trainer, you will understand, train and apply the most advanced material available in the
world today.
Included in the Study Guide you will find the following:
1.
2.
3.
4.
Fill-in Questions: These questions will assist you in review of the chapter, making sure you understand
the material.
5.
6.
Application Questions: Using the chapter material, you will make application to real people situations.
Answers to some questions will be in the chapter. Answers to others will be at the end of the Study Guide.
Chapter One
1.
If you value knowledge and the search for truth (Theoretical attitude), how will you survive and grow in a
career that doesnt challenge your learning or allow for continuing education?
If you value form, harmony, beauty and balance (Aesthetic attitude), how will you grow in an environment
that is chaotic and unbalanced?
If you live by a closed system of principles (Traditional attitude), will you grow in a company that actively
promotes an opposing system of beliefs?
If you have a passion to lead, direct and control others (Individualistic attitude), wouldnt you be more
fulfilled in a career that allows for quick advancement?
If you have a humanitarian drive: a desire to eliminate pain and conflict in the world (Social attitude),
would you thrive in an environment that rewards return on investment of time, talent and resources
(Utilitarian attitude)?
Studies suggest that over 50% of the work force may be in jobs that are not suited to who they are and what they
value. A study from California suggests the number is as high as 90%. If your career is an extension of who you
are, you will not have to be motivated. You will get up in the morning and desire to go to work, because your
environment will be providing the valuing you need in order to achieve your maximum potential.
Ethics demand that we assist others in achieving their potential, that we strive toward mutually beneficial win/win
scenarios. The cost of hiring a person who is a misfit to the job can be as high as ten times their annual salary.
Companies all over the world are realizing that an investment on pre-selection assessments can facilitate a
win/win scenario for the employee and the company, moving both toward their goals and redirecting others to a
position where a win/win is achievable.
2.
II.
B.
C.
2.
Each of the six types made themselves known in a specific arena of activity, attitudes and values.
3.
Sprangers six attitudes were Theoretical, Economic, Aesthetic, Social, Political and Religious.
4.
The attitudes are hierarchical in the individual, with the top two attitudes coloring or flavoring the
other four.
5.
6.
The top two attitudes dictate what a person values positively and is passionate about...that which
will move a person into action.
7.
8.
Attitudes answer the WHY of a persons actions...why you do what you do.
9.
B.
Allport was a psychologist who viewed personality as a system of traits, characteristics and attitudes.
C.
2.
Differing from Spranger, Allport believed the self was motivated by environment and the social
element as opposed to heredity or genetics.
3.
Allports person is very active and progressive, seeking new heights and challenges in the quest to
reach its maximum potential.
3.
D.
E.
Allport held to the trait theory, believing there are traits, like habits, common to the individual and
to most individuals.
2.
Working with P.E. Vernon and G. Lindzey, Allport developed the Study of Values (1931), an
assessment tool based on Sprangers six types.
3.
The Study of Values assessment has been widely used and accepted. It was revised in 1951 and
finally in 1961. It is still in use today.
2.
3.
4.
5.
B.
Bonnstetters contributions began with the application of the research of others to the business
community. As he ran into problems with application, he surrounded himself with researchers and
developed and validated new assessment instruments.
C.
D.
1.
He asserts that there are specific traits that can be observed in individuals and that these traits can
be categorized into a language of understanding.
2.
Bonnstetter observed and validated two aspects of the person, both able to be categorized.
3.
Bonnstetter designed and validated assessment instruments for both aspects of behavior and values.
4.
Bonnstetter has validated an Adaptation Theory. This theory states that by recognizing and
appreciating others behavior and attitudes and adapting, a person can increase relationships,
communication, understanding and even sales.
5.
Bonnstetter teaches that both genetics and environment impact the individuals development. He
partially rejects Sprangers assertion that states become what you are.
Bonnstetters primary focus is the use of assessment tools to assist leaders and workers in achieving
their maximum potential.
4.
Bonnstetter validated the Allport, Vernon, Lindzey Study of Values to be used as a job selection tool,
assisting companies in matching the person to the job, increasing job satisfaction and reducing turnover.
F.
As a result of continuing research, Bonnstetter believed the Study of Values instrument needed to be
revised and brought into the modern era.
1.
In 1990, he developed the Personal Interests and Values instrument with Jon Hall, a more
sophisticated assessment tool, based on the six attitudes of Spranger.
2.
The Personal Interests and Values (now referred to as Personal Interests, Attitudes and Values)*
computerized assessment compares the persons responses to the questionnaire twelve times, as
opposed to the double comparison of the Study of Values instrument. This delivers a more accurate
picture of a persons attitudes, truer to Sprangers research and writings.
3.
In 1998, the Personal Interests, Attitudes and Values report was advanced to a dual outlook, based
on continuing observation and study. The new report provides information on personal motivation
as well as information on how the person perceives others and is perceived by others.
NOTE: The name was changed in late 1996 to Personal Interests, Attitudes and Values. ONLY the name was
changed the assessment remains the same.
G.
2.
3.
5.
B.
Bonnstetter validated Allports Study of Values instrument as a job selection tool (1981).
C.
After years of working with the Study of Values and monitoring its application and use, Bonnstetter
believed the instrument needed to be more sophisticated and modern.
D.
NOTE:
II.
1.
The Study of Values compared the responses to Sprangers attitudes only twice.
2.
In the revised 1961 edition the reading of the instrument and the format of the responses were
outdated and, in some cases, sexist.
Bonnstetter, in 1990, developed and validated the Personal Interests, Attitudes and Values assessment
(PIA&V).
1.
2.
The PIA&V instrument is more sophisticated, comparing the responses to Sprangers attitudes
twelve times, as opposed to the twice comparison of the Study of Values instrument.
3.
Bonnstetter validated the PIA&V instrument for use in Job Selection (1991).
Certain jobs such as sales and middle to top management are easier to validate. Not all jobs will
validate.
4.
Bonnstetter, in a research study, validated a very low correlation between attitudes (why we act)
and behavior (how we act), indicating two separate, valuable instruments.
5.
The instrument is computerized, printing out a report that can be easily read and understood by the
lay person.
In 1996, Bonnstetter revised and upgraded the PIA&V report, to be even truer to Sprangers writings.
B.
As a result of observation and field testing, Bonnstetter changed the names of three of Sprangers
attitudes.
1.
2.
3.
6.
C.
Realizing the need for a foundational level of training, Bonnstetter commissioned a seminar, Your
Attitude is Showing, written by Randy Jay Widrick and Judy Suiter (1996).
D.
E.
Advancing into the deeper waters of understanding, Bonnstetter is currently validating success beliefs
related to Sprangers attitudes and methods for changing beliefs.
F.
In 1998, the PIA&V instrument was revised to provide an even clearer understanding of the person. The
computerized report was divided into two parts:
NOTE:
1.
Personal Motivation.
2.
A clear differentiation between Bonnstetter, Allport and Spranger should be noted at this point.
Spranger is clearly a theorist, intent on discovering and understanding the truth. Allport was also a
theorist with a desire to apply the truth, but focused heavily on understanding the truth. Bonnstetter is
completely and totally committed to application of the truth in the marketplace. Driven by a desire to
only know that which can be applied, Bonnstetter exhibits little interest in knowing just for the sake of
knowing and a huge passion for knowing and understanding that which can get results. By pure
definition, Bonnstetter is a marketer of applied knowledge.
There are twelve categories for response, each with six items for the subject to consider.
2.
3.
The subject is to rank the six items in each category in numerical order.
4.
a.
b.
The responses, entered into the software program, are compared to Sprangers six categories and a
hard copy print out is generated.
a.
The person is ranked from a 10-75 score in each of the six attitudes and is then compared to
the National Mean.
b.
c.
A graph page, showing the hierarchy (1-6) of the attitudes and the comparison of each to the
National Mean is included.
Chapter Two
What is an Attitude
What is an Attitude?
A.
B.
Our attitude, according to Spranger, determines what we value positively or judge negatively in life.
C.
D.
Two different persons with the same attitude can have different beliefs, yet they will still value the same
things in life.
NOTE:
Two persons, both having a desire and passion to attain position and power, may achieve it in
completely different ways. One may believe in working through others, while the other may believe in
stepping on others.
E.
We see the world through the window of our attitudes. Our view of the world is colored by our top two
attitudes.
II.
B.
C.
Most researchers believe we develop in stages. (Erickson, Piaget, Fowler, Massey, Graves, Allport,
Spranger and Kohlberg)
1.
Our development is related to negative stimuli, such as conflict, dissatisfaction, discomfort, pain
and...
2.
Our development is related to positive stimuli such as pleasure, joy and satisfaction.
2.
3.
4.
2.
Each belief has a different intensity attached to it stemming from the way the belief was formed.
3.
9.
The top two attitudes in the hierarchy move the person to action and color the other four.
B.
From these attitudes, we gain purpose and direction for our lives. We judge negatively or value
positively people, places and experiences.
C.
Your subconscious is filled with positive and negative beliefs of varying intensities.
B.
These beliefs are clustered together into a hierarchy of attitudes, two of which color your whole
perspective.
C.
Experiencing stimuli around you triggers these positive or negative beliefs causing you to value or judge
the stimuli.
NOTE:
1.
We experience an event.
2.
3.
4.
DISC enters here! Attitudes put the thought in your mind and heart and impel you to action. Behavior
(DISC) is the methodology for carrying out that action. This distinction between behavior and attitudes
is a key contribution of Bonnstetters research.
The Advanced DISC model from TTI and the Personal Interests, Attitudes and Values assessment measure two
distinct and yet related aspects of a person. This chapter identifies the differences between the two instruments
and their respective functions.
V.
Based on the book The Emotions of Normal People by William Moulton Marston.
B.
C.
1.
The methodology of action for pursuing your beliefs and attitudes. DISC is the HOW of your
behavior.
2.
Tone of Voice
b.
Words
c.
d.
Body Language
10.
NOTE: The DISC model does not measure beliefs, only observable behavior and emotions. If your passion is to
change the world, for example, your action (how you do it) is measured by the DISC model. Research
by Bill Bonnstetter proves that communication, understanding, appreciation and sales increase by
adapting (tone of voice, words, body language, pace) to another persons behavioral design.
VI. Attitudes.
A.
2.
B.
Focus is on what causes us to value (+) life or judge (-) life. The WHY of our actions.
C.
A person has a passion to find and prove the existence of Bigfoot. He searches for the truth, often at great
personal risk (Theoretical attitude). His motivation to search for Bigfoot is the result of his dominant attitudes.
Once he moves into action, how he searches for Bigfoot is measured by the advanced DISC model.
Chapter Three
World attitude: I will use my cognitive ability to understand, discover and systemize the truth.
B.
C.
D.
E.
Note:
1.
2.
3.
Intellectual process.
4.
5.
Discovery.
2.
3.
4.
5.
Overextensions: Theoretical
An overextension occurs when a person is completely lost in their passion, becoming oblivious to
potential personal danger and/or the effects of their actions on those around them.
attitude has potential overextensions, but a twenty-point distinction above or below the National Mean
is NOT an overextension.
F.
1.
Pursuit of knowledge or truth can be so primary that practical matters (home, family, money) are
neglected or ignored.
2.
Each attitude will experience stress, dissatisfaction and pain if the passion of that attitude is not
fulfilled.
2.
Theoretical passion for truth and understanding will be taxed by an inability to know or discover
and by irrational, subjective experience.
13.
2.
3.
A person with a Theoretical drive is usually not concerned with application of the facts, only with discovery.
Discovery is the end of the road, the end of the journey. Many great truths, discovered and searched out are
hidden on library shelves waiting for application. The Theoretical dispassion for application often explains the
division between academic institutions and the business world. To the pure Theoretical truth does not have a price
tag. Other values will color this information. If the Utilitarian attitude is in the top three of the hierarchy, past
knowledge will be applied to solve future problems.
H.
Careers and activities that are in line with a persons attitudes will arouse a passion in the person
impelling them to action.
2.
Careers and activities that are opposite a persons attitudes will cause stress and dissatisfaction, a
negative response or indifference.
3.
A person whose Theoretical score ranks in the #1 or #2 position will require careers and activities
that contain the following ingredients:
4.
a.
Continuing education
b.
Lifelong learning
c.
Seminars
d.
e.
f.
g.
A person whose Theoretical score ranks in the #5 or #6 position will be negative or indifferent to
the above ingredients in their career and activities. Their personal passion will come from one or
two of the other four attitudes. Their negative response will be expressed through their behavioral
style (DISC).
14.
II.
World Attitude: Every investment I make will have a greater return in time and/or resources.
B.
C.
D.
E.
F.
G.
1.
2.
3.
4.
Capitalism.
Characteristics of the person with a Utilitarian attitude scoring in the #1 or the #2 position.
1.
2.
3.
4.
5.
6.
Efficient.
7.
Overextensions: Utilitarian
1.
2.
May be a workaholic.
2.
2.
3.
15.
A person whose Utilitarian score ranks in the #1 or #2 position will require careers and activities
that contain the following ingredients:
a.
Efficiency
b.
Practicality
c.
d.
e.
f.
Ability to gain a rewarding return on investment of their time, talent and resources
If a person does not have the ability in their career to meet their #1 and # 2 attitudes, the person will struggle
tremendously and eventually leave the job. The environment does not provide the individual with the ingredients
necessary to advance them toward their full potential. This does not indicate that anything is wrong with the
person, but only that a different environment is needed. Example: A sales/commission environment does not
reward someone with a humanitarian attitude (Social), however it does reward the Utilitarian attitude.
III. The Aesthetic Attitude.
A.
World Attitude: I will enjoy and experience the beauty around me and allow it to mold me into all I can
be.
B.
Goal: Self-Actualization.
C.
D.
1.
Appreciation, enjoyment and striving for form, harmony, beauty and balance.
2.
Subjective experience.
3.
4.
Characteristics of the person with the Aesthetic attitude scoring in the #1 or #2 position.
1.
Creative expression.
2.
3.
4.
Tends to reject and avoid that which causes personal pain and disharmony.
5.
16.
E.
F.
G.
H.
Necessity of and striving for balance in all areas of life (the entire painting must be in focus, an
unfocused area, personal or professional, affects the whole picture).
Overextensions: Aesthetic
1.
2.
May struggle with the realities of every day life and see an unrealistic picture.
Disturbance of form, harmony and beauty in self, others and the environment.
2.
Objective truth.
3.
4.
5.
6.
2.
3.
4.
5.
Identify areas that are out of balance and focus on achieving or restoring form, harmony and
beauty.
Careers and activities that are in line with a persons attitudes will arouse a passion in the person
moving them to action.
2.
Careers and activities that are opposite a persons attitudes will cause stress and dissatisfaction, a
negative response or indifference.
3.
A person whose Aesthetic score ranks in the #1 or #2 position will require careers and activities
that contain the following ingredients:
a.
b.
c.
17.
e.
f.
World Attitude: I will invest myself, time and resources in helping others to achieve their potential.
B.
C.
D.
E.
F.
G.
1.
2.
3.
4.
Characteristics of the person with the Social attitude scoring in the #1 or #2 position.
1.
Selflessness.
2.
3.
4.
Overextensions: Social
1.
2.
3.
2.
2.
Focus on how pain and conflict will be decreased and potential of people will be maximized.
18.
Careers and activities that are in line with a persons attitudes will arouse a passion in the person
moving them into action.
2.
Careers and activities that are opposite a persons attitudes will cause stress and dissatisfaction, a
negative response or indifference.
3.
A person whose Social score ranks in the #1 or #2 position will require careers and activities that
contain the following ingredients:
a.
b.
c.
d.
Many times a person with the Social attitude in #1 or #2 will throw themselves into a cause that cannot be won,
focusing their entire passion and effort into making a bit of a difference in a few lives.
V.
World Attitude: I will advance to the highest position in life and gain the greatest power. I will lead and
direct others.
B.
C.
D.
1.
Achieving position.
2.
3.
4.
Leading others.
5.
Characteristics of the person with the Individualistic attitude scoring in the #1 or #2 position.
1.
2.
3.
4.
5.
Respects the chain of command and demands respect for personal position gained.
19.
F.
G.
NOTE:
H.
NOTE:
Willingness to direct and control self, others and resources to accomplish success.
Overextensions: Individualistic
1.
2.
2.
3.
Lack of respect given to personal position gained or lack of respect for the chain of command.
2.
3.
The Individualistic attitude is considered, in most societies, to be self-centered. You will find many
people will downplay this attitude. An Individualist cannot attain position or advancement without the
assistance of others. Therefore, the Individualistic attitude is always expressed, in action, through
another attitude.
Passionate Careers/Activities: Individualistic
When the Individualistic attitude scores as #1 or #2, the following ingredients are necessary in the
persons activities and careers:
1.
2.
3.
4.
5.
Career pathing.
If these are not present, the person will struggle in the environment and will not find it extremely
stressful.
20.
B.
C.
D.
E.
F.
1.
2.
3.
A worthy cause.
4.
5.
2.
3.
4.
Overextensions: Traditional
1.
2.
3.
G.
H.
2.
3.
4.
21.
1.
Careers and activities that are in line with a persons attitudes will arouse a passion in the person
impelling them to action.
2.
Careers and activities that are opposite a persons attitudes will cause stress and dissatisfaction, a
negative response or indifference.
3.
A person whose Traditional score ranks in the #1 or #2 position will require careers and activities
that contain the following ingredients:
4.
a.
b.
c.
d.
Causes.
e.
A historical past.
A person whose Traditional score ranks in the #5 or #6 position will be negative or indifferent to
the above ingredients in their career and activities. Their personal passion will come from one or
two of the other four attitudes. Their negative response will be expressed through their behavioral
style (DISC).
A person whose Traditional score ranks in the #1 or #2 position will require careers and activities that are in line
with the persons system of principles. The person must believe in the cause they are supporting or they will
struggle. They can find their cause in the military or the corporate world, but do need to believe their work is
making a difference. When the Traditional attitude is in the #5 or #6 position, you have a person who is willing to
sample from many different belief systems. Like a hungry person at a buffet table, he will sample a little of each
entree and will not necessarily believe that one way is the only way. He may feel that others (who have
Traditional in #1 or #2) are continually condemning his way of life.
Chapter Four
Personal motivators
Perception of others
Others perception of the Individual
I.
Introduction
The PIA&V instrument has been shown to add immense value to a persons understanding of . Most
psychologists agree that the initial step in achieving your maximum potential is a clear understanding of who
you are. The PIA&V assessment provides that foundation.
The individuals responses to the questionnaire generate a graph from which the computerized report is
driven. Feedback is given in three areas:
A. Personal motivation.
B. Othersperception.
C. Perception of others.
Theoretical
Social
Uti
Ind
=
=
Utilitarian
Individualistic
Aes =
Tra =
Aesthetic
Traditional
B) The vertical axis tracks the score of each persons response to the survey. The score can range from 10-75.
C) The bar line ( ) in the graph box indicates the National Mean for that particular attitude. Note the National Mean
varies for each of the six attitudes.
D) The bar graph shows the score and intensity of each attitude.
1) The higher the score the greater the intensity of the passion the individual will have for that attitude.
2) The lower the score, the less intensity of passion a person will have for that specific attitude. The
sample graph will be used to explain how to analyze the graph.
III. The Attitudes Wheel
A. The Attitudes Wheel displays the #1-#6 hierarchy of an individuals attitudes.
B. The shaded area is based on the scoring from 10-75, showing the intensity of that particular attitude.
C. Each attitude is labeled based on its position in the hierarchy 1-6 and its score from 10 75.
Copyright 1993-1998 Behavioral-Values Research Associates, Ltd.
24.
UTI.
AES.
SOC.
IND.
TRA.
70
70
65
65
60
60
55
55
50
50
45
45
40
40
35
35
30
30
25
25
20
20
15
15
Score
Rank
THE.
49
2nd
UTI.
61
1st
AES.
32
5th
SOC.
29
6th
IND.
49
3rd
TRA.
32
4th
25.
ATTITUDE
SCORE
Uti
61
The
49
Ind
47
Aes
32
Tra
32
Soc
29
PASSION
The top two attitudes move a person into action. Jane will have a passion for activities, people and environments
that fulfill her top two attitudes.
1) Utilitarian: Jane will have a passion for the return on investment of time, talent and resources. She will be strongly
motivated by the conservation of and/or the production of goods and services. Utility and practicality will mark her
actions.
2) Theoretical: Jane will be passionate about learning and advancing her knowledge in all area. Environments that
allow for continued education and learning will motivate her.
Situational: Positive, Negative or Indifferent
The individual will situational toward attitudes in the 3rd and 4th position. In certain areas they may value these
attitudes and in other areas they may not care, or even be negative.
3) Individualistic: Jane may in certain situations have a passion to increase or advance her position and in other
situations she may show no desire to further advance her position. Generally, her main motivators will come from
one of the top two attitudes.
4) Aesthetic: Jane may show, situationally a passion for form, harmony and beauty, but its presence or absence will not
affect her adversely in her daily life. Her main passion will be found in the top two attitudes.
26.
PERCEPTIONS
When the focus is on the motivation of the individual, the PIA&V report is debriefed most effectively by scoring
the attitudes from #1- #6, the top two attitudes motivating the person into action. With an understanding of the
hierarchy of their six attitudes, individuals can effectively take charge of themselves and their environments
allowing them to achieve their maximum potential.
The power of the PIA&V report is magnified as the individual is compared to society. According to Zig Zigler,
those who are most successful in achieving their goals are people who have learned to communicate effectively
with others. By comparing the individual with the National Mean, information is gained in two areas:
1) How the individual will perceive others.
2) How others will perceive the individual.
By comparing the score of each attitude to the National Mean, predictions can be made about the comparison of
the individuals attitude to the world around. How will the person fit in and how will the world be seen.
If an attitude is significantly higher than the National Mean (greater than or equal to 15 points) the persons
viewpoint will tend to be out of the mainstream and different, perhaps causing harsher judgment by society and
of society.
27.
Note: When the persons score is significantly lower that the National Mean they will tend to react negatively to
that attitude, but their passion to move into action flows from their #1 and #2 attitude. Even though Janes Social
is significantly lower than the National Mean, her solution to humanitarian issues is:
1) Utility
2) Practicality
3) Accountability
All of her arguments will come from her top two passions. She may even lead the effort to change the system if
she is given the power and authority and it advances her career. (Ind=#2).
Review: To debrief the report for the maximum results to the person, do the following in order.
A) Rate the attitudes #1 - #6, based on their score.
#1 and #2: The person will be passionate when these have the potential to be or can be fulfilled.
#3 and #4: The person will situationally place a positive or negative valuing on experiences and persons
with these attitudes.
#5 and #6: The person will not value experiences or persons who exhibit these attitudes.
B) Debrief sentence by sentence each of the six attitudes in order of hierarchy.
C) Note each attitudes comparison to the National Mean.
28.
Chapter Five
II.
Theoretical - Utilitarian
A.
The search for truth (The) will employ the wisest use of resources (Uti) to accomplish the objective.
B.
The Utilitarian mindset will acquire the knowledge (The) necessary to increase levels of efficiency.
C.
D.
Me/Me conflict occasionally regarding the decision of which is primary: the search for truth or the
utilization of resources.
E.
Theoretical - Aesthetic
A.
Beauty, form and harmony are appreciated (Aes) and then dissected to understand the components
(The).
B.
Knowledge is beautiful. To understand the parts gives more appreciation to the whole.
C.
D.
Me/Me conflict: The subjective nature of the Aesthetic will clash with the objective nature of the
Theoretical attitude.
E.
This attitude combination is a present mindset, seeking to understand what already is.
B.
A focus on understanding (The) the causes of social problems can lead to the elimination of social ills
and the betterment of society.
C.
May result in gathering so much data they dont apply and solve the social problems.
NOTE:
A passion for truth combined with a people focus can result well-intentioned, untested experiments
which may look good on the drawing board, but not work in the real world.
D.
A mindset focused on elimination of hate and conflict in the world and maximizing the potential of each
person.
E.
Me/Me conflict: The Social attitude focuses on the good of others while the Theoretical search for truth
is focused on personal understanding. Could others be damaged in the process of searching for truth?
Truth at what price?
31.
V.
A.
B.
The search for and discovery of truth has, as its primary purpose, the advancement of position and
power.
C.
The game of life will be analyzed and researched before strategic alliances are formed.
D.
A cautious approach, a seeking to objectively understand will preface each action, desiring to predict
and control all possible outcomes.
E.
Theoretical - Traditional
A.
A passionate desire to understand, categorize and explain (The) the elements of the way to live (Tra).
B.
God is the greatest thinker: we can search, understand and know Him.
C.
A thinker and philosopher who searches explains the path to the divine and argues against other
explanations.
D.
E.
Me/Me conflict: The unexplainable issues of many religions and experiences often defy explanation and
rationalization (The).
B.
C.
Form, beauty and harmony cannot stand alone, but must be combined with utility. Example: A national
scenic view is appreciated, so lets sell tickets for people to enjoy it.
D.
Me/Me conflict: The useful is often hurtful to the beautiful. Example: A scenic view is often
permanently damaged by the number of tourists who visit.
E.
Me/Me conflict: Any investment in others requires a return at some point in the future. Will give but
wants a future benefit.
B.
Resources may be given to others, but not freely given. Expectations will be attached and accountability
will be required.
C.
Because of attached performance expectations, social progress will occur as people are held
accountable.
D.
32.
This mindset may be the true social reformer because of the accountability required: you give me this
promise and I will then donate the money.
F.
Resources are examined and utilized (Uti) to achieve the greatest position and form the strongest
alliances (Ind).
B.
Resources can be used to establish position and assert influence over others.
C.
He who has the gold makes the rules or he who makes the rules gets the gold.
D.
Resources and power are married with a unified objective focused on the advancement of self.
E.
X.
A.
A traditionalist operates within a closed set of beliefs. Resources are used to promote and defend those
beliefs.
B.
The accumulation of resources may lead to a belief that the person is divinely appointed.
C.
D.
Aesthetic - Social
A.
Others are appreciated; will see the beauty of people helping people.
B.
C.
May avoid involvement with the true painful aspects of social problems.
D.
E.
Me/Me conflict: The other, self-denial focus of the social attitude opposes the personal appreciation
needed by the Aesthetic attitude. The pain of relationships may be problematic for the Aesthetic.
F.
The beautiful things of life (Aes) often indicate position and influence (Ind).
B.
C.
D.
E.
33.
Power may be used to eliminate personal pain, which may also eliminate the pain of others.
G.
B.
God, the author of all beauty, is bringing out the beauty in me.
C.
D.
Me/Me conflict: the painful, suffering, self-denial aspect of many religious systems will be rejected. The
accepting of a good Deity who has the power to stop evil, yet allows it, may create internal conflict.
B.
C.
D.
Me/Me conflict: The advancement of self may conflict with concern for others. Both drives require
satisfaction.
The reverence for each soul is the source of love for life.
B.
To help others achieve their potential is the essence of a system for living.
C.
D.
Social causes supported promote the set of beliefs adopted by the person because of their keen interest
in the whole of society.
NOTE:
The Social and Traditional attitudes are friends with each other.
B.
C.
Person will lead the way in the dissemination, explanation and promotion of the adopted beliefs.
D.
34.
The attitudes model does not measure ethics (good versus bad).
B.
Each attitude can become good or bad, depending on the ethics of the person.
C.
An ethical person is one who, regardless of the hierarchy of their attitudes, makes sure that each
decision is mutually beneficial to all involved. An ethical person will not put their stamp of approval on
an interaction requiring someone to lose, including self.
D.
E.
Society tends to view Social and Traditional attitudes as ethical and better and Utilitarian,
Individualistic, Aesthetic, and Theoretical attitudes as somewhat self-centered. This view point is
incorrect.
NOTE:
If the trainer does not keep ethics out of the model, those being trained will become even more
judgemental of each other causing a breakdown in teamwork and communication. The evidence
indicates that any of the attitudes can create ethical scenarios or unethical scenarios. The attitudes model
does not measure morality.
I want to make a dollar on every transaction, but only if everyone else makes at least a dollar also.
(Win/Win philosophy from Utilitarian #1 and Individualistic #2).
B.
People need what I have so much of, I just keep giving it away and now I dont have any cash flow.
(Lose/Win philosophy from Social #1 and Traditional #2: unethical) Note: The Social attitude contains a
propensity toward allowing others to win and self to lose. If anyone loses, including self, it is considered
unethical. The person should make sure he/she wins so he/she can continue to effectively help others.
C.
My education is important. Ill spend time with my son when he is older. ( Win/Lose philosophy form
Theoretical #1: unethical).
D.
Scenarios:
1.
2.
Dictators (Win/Lose:unethical)
3.
4.
The effort, in understanding the six attitudes, is to assist others in achieving their maximum potential by and
through creating win/win scenarios.
Chapter Six
Interacting Attitudes
The Success Discovery Process (SDP) was designed in 1998 for one of the largest banks in the world
by Dr. Charles Cassetta. With the assistance of Bill Bonnstetter and Randy Jay Widrick it was perfected
and extended to the PIA&V instrument and has become the primary process to assist an individual in
self understanding.
B.
The SDP initially debriefs the PIA&V report in a one-on-one setting using two methods.
NOTE:
1.
First, the attitudes are ranked #1 - #6 and are debriefed from top to bottom, as indicated in the
previous chapter.
2.
Second, because the SDP is a private, confidential process and no one else is present, the persons
six attitudes are compared to the National Mean to speculate how they might perceive others and
be perceived by others.
a.
In a real life scenario, where the individual is interacting with a specific person or group, the
National Mean becomes irrelevant and the focus is placed on understanding the differences
between the actual #1 - #6 attitudes of the two persons.
b.
If, in the Success Discovery Process, the persons attitudes are significantly above or below
(20 pts) the National Mean, the person is taught that their viewpoint in that specific attitude
may be viewed by most people as out of the mainstream or different.
Less and less importance is being placed on the National Mean as research continues. The National
Mean is valuable to make speculations as to the overall drives of society and to observe norms and
patterns. However, the emphasis of TTI is to assist the individual toward maximum potential, knowing
that the success of the individual will lead to the success of the organization. When two or more
individuals PIA&V graphs can be observed (as in the SDP triad), the National Mean is irrelevant.
The National Mean becomes relevant when specific attitude graphs are unavailable and speculation is
needed. For example, in strategic planning, the overall average graph of the company could be
compared to the National Mean and speculation made as to how the company is perceived by society.
Changes could then be planned.
37.
II.
All personal development toward maximum potential begins with an understanding of the real self (who
you are).
B.
Once the individual has gone through the Success Discovery Process, it is recommended that the
person begin the Continuous Lifelong Learning process in order to achieve their maximum potential.
C.
The CLL process is a mentoring process that walks the person through an advanced self awareness plan
that leads to goal setting and life changing action plans. It addresses the following areas:
D.
1.
2.
3.
4.
The positive and negative impact you have on those around you, business and personal.
5.
6.
7.
Continuous Lifelong Learning is a mentoring process that was developed by Bill Bonnstetter, Randy
Jay Widrick, Dr. Charles Cassetta and Susan Murphy-Fronk in 1998. It is being quickly recognized as
one of the best mentoring programs available, primarily because of its strong and effective use of
validated behavioral models to assist in self understanding.
You/Me interactions: These are interactions that occur when a person is involved in conversation,
discussion or activities with one or more other people.
1.
Positive example: Fred (The #1) enjoys discussions about virtually any topic with Sue (The #2).
Within five minutes of meeting each other they are involved in a deep conversation.
2.
Conflict example: Fred (The #1) has difficulty relating to Jim (Aes #1). Jim doesnt seem to always
have the facts. Fred is forever asking him for more information to substantiate his position. Jim
seems to think that a gut call is valid.
3.
Positive example: Dave (Soc #1) is good friends with Al (Tra #1). Several times a year, especially
holidays, they partner together and give away food and things to help the needy. Both tend to give
38.
B.
C.
D.
4.
Conflict example: Joan, on the other hand, (Uti #1, Soc #6), resents Dave and Al and all the food
drives and such they do at work. Not that she doesnt care, but Joan believes that they shouldnt be
helping people who are unwilling to work.
5.
Conflict example: Bob (Tra #1) often is offended by Rita (Tra #6). She doesnt seem to understand
how strongly he is committed to his principles and that he is not motivated by money or position.
Rita believes that Bob is closed-minded and judgmental. He is way too rigid and needs to
understand that there are more right ways than just his.
Me/Job interactions: If the job matches and rewards that which the person values, they will be able to
achieve and excel in the job. If the jobs systems, structures and activities are not in line with the
persons top two attitudes, that person will struggle and probably leave the job if something better is
offered (not necessarily money).
1.
Positive example: Jeff (The #1, Aes #2) loves the military. His job allows him to travel the world
and experience many different societies and cultures. He is continually given opportunities to learn,
often attending seminars at least once a month. The money isnt great (Uti #6), but thats
okay...money isnt everything. He is going to make it a career.
2.
Conflict example: Marshall (Soc #1, The #2) decided hed try sales. He hates it...having to talk
people into things. The used car they drive in seems to be fine. Why would they want to trade it
anyway? He enjoys talking to the people, but when it comes to the negotiating...oh boy...thats
tough. He has sold a few cars, but then wondered if he had pushed them too hard (Uti #5). Hes
thinking about finding another job.
Me/Environment interactions: If a persons top two attitudes are not rewarded within the environment,
inside or outside of work, the person will not find fulfillment in the environment, but instead will
develop an aversion to the environment.
1.
Positive example: Rick (Soc #1, Tra #2) is the Executive Director of a compassion ministry. Day
after day he is able to ease the pain and suffering of society and give hope through food, shelter and
clothing. To see the hope come back into a persons eyes is so fulfilling. He loves his work... the
only problem is that sometimes he cannot separate himself from the pain of the world around him.
2.
Conflict example: Julia (Uti #1, Ind #2) is in the military. She didnt realize it was the way it is.
She thought it might be a good way to get an education and maybe she could stick it out, but she
cant get ahead. You work your butt off and the person next to you gets the same pay. People
order you around just because they have been in a few days longer than you. Its a waste of time.
Theoretical #1 or #2: search for truth. Theoretical #5 or #6: negative or indifferent to a passion for
truth.
Example: Frank (The #1), when given a project, examines every last detail of the project, exploring all tangents to
their conclusion. His reports tend to be very long, causing frustration to the President, (The #6) who just wants the
minimal amount of knowledge to make a decision.
39.
Utilitarian #1 or #2: passion for return on investment in all areas of life. Utilitarian #5 or #6:
negative or indifferent to the above passions.
Example: A USAF Colonel (Uti #6), becomes angry when he feels someone is trying to sell him something. He
calls them cookie pushers.
3.
Aesthetic #1 or #2: passion for form, harmony, beauty and balance. Aesthetic #5 or #6: negative or
indifferent to the above passions.
Example: Jeff (Aes #5), does not understand the feelings and expressions of Susan. She likes to go to the
mountains, enjoy the trees and the wind. He believes such efforts are a waste of time, often saying, Hey, it
doesnt have to be pretty, as long as it works. He doesnt understand why one area of Susans life seems to affect
all other areas.
4.
Social #1 or #2: passion to eliminate hate and conflict in the world. Social #5 or #6: no passion for
the above.
Example: Frank and Judy are married. Frank (Soc #2) continually donates his time to church and community
organizations. Judy (Soc #5), believes they take advantage of him and he should say no more often and invest
more time with his family. Why does he have to be such a bleeding heart?
5.
Individualistic #1 or #2: passion for position and power. Individualistic #5 or #6: negative or
indifferent to the above.
Example: Jill (Ind #1), aligns herself with people of position and stature whenever there is a company gathering.
She enjoys being around the movers and the shakers. Her best friend, Debbie (Ind #5), has no desire to hobnob
with the right people and Jills actions dont seem to bother her. She goes along for the fun of it.
6.
Traditional #1 or #2: passion to find the highest meaning of life. Traditional #5 or #6: negative or
indifferent to the above.
Example: Amy (Tra #5) is angered when she meets with the other managers who believe their way and methods
are totally right, just because they have had a little success. They (Tra #1) seem to be very closed-minded in their
willingness to accept the new ideas Amy brings to the table. Amy is definitely perceived as an out of the box
thinker...way out of the box.
E.
Often, by examining conflicts, you will find they emanate from differing world views.
F.
By understanding the other persons viewpoint, the conflicts can often be resolved.
G.
The top two attitudes of Person A interact with the dominant attitudes of the other person, job or environment.
2.
The top two attitudes of Person A create conflict with the #5 and #6 attitudes of the other person,
job or environment.
3.
The #5 and #6 attitudes of Person A are negative toward the dominant attitudes of the other person,
job or environment.
H.
Interactions between the #1 and #2 attitudes of two persons can be friendly or conflictive.
I.
We each see the world differently. These different pictures can cause interpersonal You/Me conflict.
40.
Based on the hierarchy of our attitudes, that which we value or devalue in life causes conflict with
others who value different things in life.
IV. Interacting You/Me attitudes (each attitude could be in the #1 or #2 position of each person).
A.
The-The: Objective discussion and search for truth could differ on facts.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
L.
V.
N.
O.
P.
Q.
R.
S.
T.
U.
Understanding your attitudes and those of others will assist immensely in diffusing a conflictive situation.
41.
B.
C.
Listening.
1.
Attitudes are categorized into the why of behavior. Why do we do what we do?
2.
To recognize a persons attitudes, dialogue is required with the person or with someone who knows
the person well.
3.
Instead of assuming everyone in life is like you, understanding the other persons viewpoint is the
key to attitude recognition, meaning you have to ask questions and listen.
4.
Steven Coveys fifth principle, Seek to understand before you are understood, applies.
Questioning.
1.
The one who asks the questions is the one who controls the conversation.
2.
3.
Open-ended questions ask for feelings or opinions, encouraging a person to verbalize. How do
you like your new job? What concerns do you have regarding our companys direction?
b.
Closed-ended (lawyer type) questions ask for a yes, no or a fact response. What is your
education level? Did you want red or green?
4.
Closed-ended questions can be excessively confrontive and are best used after several open-ended
questions to nail down a fact.
5.
As you dialogue with others, rather than immediately judge them as wrong, attempt to understand
why they think the way they do.
2.
3.
If you think you have the answer to a question, rather than give your answer, explore what their
answer might be.
4.
In your exploration process of understanding their viewpoint, you will find you appreciate, in many
cases, how they arrived at their world view and how they can defend it.
42.
II.
Roger Dawson, in Secrets of Power Negotiating said Smart is dumb. Dumb is smart! Play
dumb, listen and ask questions to understand.
If you want to know what a person values, look where they spend their time, money and energy.
B.
C.
NOTE:
1.
2.
Often, in our initial introduction to a person, we ask questions concerning their career field. Typically,
What do you do? and How do you like it? are two questions asked immediately. Note that the first
is a closed-ended question and the second is open-ended.
D.
Step 2: List the activities where the selected person invests time, money and energy. (Information can be
obtained through dialogue with the person or someone who knows the person.)
E.
2.
F.
G.
Step 5: Focus your communication and/or presentation on the arena of their dominant attitude.
H.
1.
Theoretical: Focus on the search and discovery of truth and the value of knowledge.
2.
3.
4.
5.
6.
If you communicate to a person in the arena of their dominant attitudes, they will move into action
because you are valuing that which they value.
2.
If you communicate with a person against their attitude(s), they will be negative or indifferent to
your conversation or actions.
43.
3.
Remember, a person may have two, three or sometimes four attitudes above the National Mean!
The top two impel to action.
Sun Tsu states, The ability to recognize, change and adapt to the enemy to obtain victory is
called...GENIUS.
B.
72%
8%
7%
7%
4%
2%
___
100%
As you can see, Utilitarian was the number one driving force for 72% of the top performers. All other attitudes
were represented but there was a big difference between Utilitarian and the rest of the field. A total of 119 out of
the 166 had Utilitarian as their first choice.
When we looked at those who had a different attitude as first choice but also had Utilitarian as their next driving
force, our numbers jumped again. 137 out of the 166 had Utilitarian attitude as their first or second choice. 83%
of the top performers fell into this category.
46.
GENERAL CONCLUSIONS
The top performers are greatly influenced by the attitude of Utilitarian.
Even when Utilitarian was not their first choice it impacted their overall attitude.
Those with Utilitarian as highest (119 out of 166) had the following as second:
Theoretical
Individualistic
Aesthetic
26%
35%
7%
Social
Traditional
14%
18%
Knowledge and power were the two most common attitudes combined with Utilitarian for success.
Utilitarian attitude is very important for salespeople.
Only 14 people (8%) out of 166 cannot be explained with graphs alone. Such things as territory, products
sold, age, etc. need to be looked at as they are an exception to the attitudes rule. Most were of the D and I
behavior so this could add another dimension to the evaluation.
Also, 28% of the top performing salespeople were female.
A persons attitudes and values and behavior are a better prediction of sales performance than behavior
alone. (TTI has preached this for many years.)
With the appropriate attitude and all things being equal, all behavioral styles can be a top performer.
47.
PIA&V Utilitarian as #1
Traditional
8%
Individualistic
7%
Theoretical
4%
Social
7%
Aesthetic
2%
Utilitarian
72%
Theoretical
Utilitarian
Aesthetic
Social
Individualistic
Traditional
PIA&V Utilitarian as #1 or 2
Other
17%
Utilitarian
83%
Utilitarian
Other
Utilitarian
92%
Utilitarian
Other
SUMMARY A ND CONCLUSIONS
The value patterns of male and female managers were more similar than dissimilar.
Managers with high altruistic (social) values will favor people in their decisions.
Managers with high Utilitarian or Individualistic values will favor the bottom line.
Managers (male and female) with similar value clusters will make similar decisions even if they live in
different countries.
Female managers tend to score lower than men managers on Theoretical values.
Female managers tend to score higher on Social and Aesthetic values, although differences were not
significant.
48.
Bankers
Middle to top management
High Utilitarian
High Individualistic
High Utilitarian
High Individualistic
Employed Engineers
High Theoretical
High Utilitarian
High Individualistic
49.
50.
CONCLUSION
Very low correlation between values and behavior indicates their independence.
Low correlation indicates two separate and valuable instruments.
51.
Methods
A sample of 293 individuals who had completed the Personal Interests, Attitudes and Values as part of an overall
assessment of interests and values were asked to rate the accuracy of the interpretations. Each individual was
requested to provide a percentage figure that indicated the extent to which they felt the interpretation was an
accurate description of their value structure. The individuals were free to rate the accuracy from zero to one
hundred percent accurate.
Results
Table 1 shows the distribution of the frequency of the percentage ratings of accuracy of interpretations. As can be
seen from the table, the overall range was truncated with a range from 70 percent and 79 percent, 45.05 percent
rated the accuracy at between 80 percent and 89 percent and 44.37 percent rated the accuracy of the description
between 90 percent and 99 percent accurate.
The truncated range is indicative of the very high level of agreement expressed by the subjects in the sample.
Taken as a whole, these data suggest that the interpretations are seen as valid, accurate descriptions of the
individuals self-perceptions.
Discussion
The overall data on perceived accuracy of interpretations indicate that, in general, the individuals tested felt the
descriptors were an accurate reflection of their value structure, and the level of agreement was generally very
high. Over two-thirds of the individuals under study rated the accuracy at 85 percent or better. This could be
interpreted as a general satisfaction with the description of the individualsvalues. This high level of perceived
accuracy can be interpreted as indicating that the descriptors presented to them were viewed as valid and
generally acceptable to the individual. It is important to note that the accuracy rating is based on the overall
impression of the accuracy of all of the descriptions presented in the Personal Interests, Attitudes and Values
report. The present database does not allow a more in-depth analysis of the extent to which each of the scale
interpretations is considered to be accurate, but rather focuses on the overall view of the accuracy of the
Copyright 1993-1998 Behavioral-Values Research Associates, Ltd.
52.
Number
11
19
1
65
66
1
66
1
53
1
1
8
293
% of 100
Cum. %
3.75
6.48
.34
22.18
22.52
.34
22.52
.34
18.09
.34
.34
2.82
3.75
10.23
10.57
32.75
55.27
55.61
78.13
78.47
96.56
96.90
97.23
100
53.
ACKNOWLEDGMENT
A special thank you to Graham Clinch for his contribution to this Personal Interests, Attitudes and Values manual
and for his study.
54.